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ERIC Number: EJ1121226
Record Type: Journal
Publication Date: 2016-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0012-1649
The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge
Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D.
Developmental Psychology, v52 n12 p2085-2098 Dec 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation fluency at end of Grade 2; and prealgebraic knowledge and word-problem solving at end of Grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than prealgebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students' foundational mathematics skills or cognitive processes. [For the full-text Grantee submission, see ED570278.]
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills; Wechsler Intelligence Scales Short Forms; Wide Range Achievement Test; Woodcock Diagnostic Reading Battery; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R01HD053714; R24HD075443; HD15052; R305A110067